Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review

Liu, Juan; Peng, Peng; Zhao, Baobao

doi:10.1007/s10648-022-09689-y

Cited by 45 publications

(17 citation statements)

References 68 publications

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“…Others are left stranded. This, too, is something we know from a large body of evidence in sociology and the educational sciences (Liu et al, 2022), and perhaps common sense.…”

Section: Introductionmentioning

confidence: 82%

The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021)

Debouwere

2024

Review of Education

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Marks and O'Connell's (Review of Education, 2021, e3293) claim that an even‐handed review of the literature shows that social and economic background does not matter to educational outcomes in advanced economies, relies on questionable scholarship and statistical errors. Much of the evidence against the relevance of social and economic background relies on research that estimates gain scores, where the effects of student background on educational outcomes are much smaller because they are residual effects. They also claim that parental education and occupation are poor measures of student background but do not recognise that this leads to attenuated effects and thus argues against their thesis. Finally, there is a lack of serious engagement with the literature: cherry‐picked numbers, summaries of studies that are at odds with the conclusions of the original authors and even two cases where thought experiments are presented as empirical evidence. Research into inequity does at times lack rigour in measurement and analysis, and not accounting for heritable abilities can confound and exaggerate the association between student background or school composition and educational outcomes, but simple calculations suggest that the resulting bias is offset by attenuation due to measurement error.Context and implicationsRationale for this studyThis comment was written to address shortcomings in a 2021 review article, ‘Inadequacies in the SES–Achievement model: Evidence from PISA and other studies’, by Gary Marks and Michael O'Connell.Why the new findings matterBecause review articles are an essential building block for the growth of a science, it is important that they are an even‐handed evaluation of the available evidence and do not rationalise or misinterpret the primary research they claim to summarise, a bar that the original review did not meet. When readers are aware of areas in which the original review fell short, they can form a more nuanced opinion of the merits and shortcomings of current research that incorporates a measure of social and economic background.Implications for researchers and policy makersThis comment explains ways in which the estimated effect of noisy measures of socioeconomic status may be disattenuated, usually leading to bigger estimates with less bias. It explains in what situations researchers should be careful of the opposite inflationary effect of genetic confounding but also explain that for many kinds of research it is unlikely to matter. Policy makers should know that the effects of social and economic background are hard to quantify and interpret, but that existing research into inequity and disadvantage is not generally misleading or flawed beyond repair, as Marks and O'Connell would have it, and instead feel confident that such measures will continue to be useful in setting educational policy.

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“…Others are left stranded. This, too, is something we know from a large body of evidence in sociology and the educational sciences (Liu et al, 2022), and perhaps common sense.…”

Section: Introductionmentioning

confidence: 82%

The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021)

Debouwere

2024

Review of Education

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“…Consequently, a need arises for a different approach to assessment and teaching (Sage & Mateucci, 2022). Studies show that developing creative and critical thinking is possible (Kaplan, 2019;Lucas & Spencer, 2017, p. 778). The study produces evidence of limited thinking and expression, which suggests educational policy and practice require radical changes to meet 21st-century needs.…”

Section: Discussionmentioning

confidence: 99%

A UK Study of Thinking and Language Expression

Sage¹,

Sage²,

Kaczmarek³

2023

TNER

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The study assessed children’s ability to develop narratives and express ideas. It comprised 120 children (5-10 years), and differences in relation to age, sex, and economic area were measured. To this end, we compared four schools in 2 economic areas (poor and average). We used 2 picture and 2 story re-telling tasks designed to elicit narrations reflecting the generation of ideas in response to visual and auditory stimuli. Significant differences for age and sex but not economic areas were found. Suggestions are made for balancing brain activity and developing more creative approaches in teaching and assessment.

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“…Both models were adjusted for race, SES, geographic location, and cigarette dependence. In our data, SES showed a moderate positive correlation with education, and based on previously reported literature, we decided to use SES as a proxy for education [ 16 – 18 ]. When we include age and sex in the models, our primary predictors (obtaining information from a healthcare provider or obtaining information about abrupt switching) were no longer significantly associated with quit duration.…”

Section: Methodsmentioning

confidence: 99%

How healthcare providers and the right information may play a critical role in quitting success among smokers interested in using e-cigarettes for quitting: Results from a survey of U.S adults

Sharma,

King,

Krishnan-Sarin

et al. 2024

PLoS ONE

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Introduction Promoting smoking cessation is a global public health priority. E-cigarettes are increasingly being used by individuals to try quitting smoking. Identifying sources and types of information available to adults who are trying to quit, and the impact of this information during a quit attempt, is critical to augment the potential public health benefit of e-cigarettes for reducing cigarette smoking. Methods US adults (N = 857) who reported using e-cigarettes in a recent smoking cessation attempt completed an anonymous, cross sectional, online survey. We examined sources of information and type of information received when using e-cigarettes to quit smoking and their associations with the duration of abstinence achieved. Results The two most commonly reported information sources were friends (43.9%) and the internet (35.2%), while 14.0% received information from a healthcare provider. People received information on type of device (48.5%), flavor (46.3%), and nicotine concentration (43.6%). More people received information about gradually switching from smoking to vaping (46.7%) than abruptly switching (30.2%). Obtaining information from healthcare providers (β (SE) = 0.16 (0.08), p = 0.04), getting information about abruptly switching to e-cigarettes (β (SE) = 0.14 (0.06), p = 0.01) and what nicotine concentrations to use (β (SE) = 0.18 (0.05), p = 0.03) were associated with longer quit durations. Conclusions Amidst the growing popularity of e-cigarettes use for quitting smoking, our results highlight common sources of information and types of information received by individuals. Few people received information from healthcare providers indicating a gap in cessation support that can be filled. Providing information about immediate switching to e-cigarettes and nicotine concentrations to use may help in increasing quit rates and duration.

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Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review

Cited by 45 publications

References 68 publications

The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021)

The harms of inequity are rarely overestimated: Comment on Marks and O'Connell (2021)

A UK Study of Thinking and Language Expression

How healthcare providers and the right information may play a critical role in quitting success among smokers interested in using e-cigarettes for quitting: Results from a survey of U.S adults

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